Call students to the meeting area and remind students of how to buzz about their books. 21. Explain to students that they will continue their Independent Reading, but instead of you doing assessments or circulating around the room, you will be leading Guided Reading groups. Teach: Active Engagement Link (Show students a magazine article, newspaper article, or book that you have been reading. Dismiss students to their reading spots.Sharing:1. However, we sometimes tend to read adult literature or professional resources. + = 1 0 0 % ( c o n s i s t e n t l y ) " = 9 0 % ( c o n s i s t e n t m o s t o f t i m e ) - = 8 0 % ( e n g a g e d v e r y l i t t l e ; i n c o n s i s t e n t ) 0 = 5 0 % ( m o s t l y u n e n g a g e d / e a s i l y d i s t r a c t e d o r d i s t r a c t i o n t o o t h e r s ) C o n f e r e n c e N o t e s / O b s e r v a t i o n s / R e f l e c t i o n s Day 21 Optional lesson on proceduresEQ: What can I expect to happen when Guided Reading groups begin? (Use various levels throughout the next few weeks in order to appeal to all students.) When I think about the characters in the story I remember (list characters w/ brief description).

The author may use actual people or events, but some of the story came from the imagination, such as Pink and Say. 4. This site is the motherlode; give yourself some time to explore. Why? Reflect with students how reading workshop is going. Give evidence from your book to support your thinking. Move around the room observing student behaviors. This is Lesson 2 in the Monitor Comprehension book. We are all going to get better at reading this year. That's the most important thing. In order to get better at reading, you have to read more. TP: During RW you need to choose a book that is just right for you in order for you to become a better reader. The book can't be too hard, and it shouldn't be too easy.Mini-Lesson: (20-25 minutes) 4.

Bookclub Student Response Sheet and Rubric, Bookmark for Guiding Student-led Discussions, Next Step Forward In Guided Reading-Professional Study Guide, How to Teach Cause and Effect Relationships, How to Teach Summarizing in Fiction and Non-Fiction, How to Use Asking Questions to Increase Comprehension, Change in the Practice of Classroom Teachers, Fillable Word Study Inventory Class Summary Chart, Tips for Managing Guided Reading with Large Class Sizes rev, Rubrics from The Next Step in Guided Reading, Ape?ndice M. Sentimientos y rasgos de personaje, Evaluaciones para grupos de lectura guiada, Gui?a verbal para la ensen?anza de formacio?n de letras, Guided Reading Destrezas por Nivel H_I V3, Palabras de alta frecuencia de Kinder Nivel A1, Palabras de alta frecuencia de Kinder Palabras de Kinder, Tabla de resumen de evaluacio?n nivel EMERGENTE, Table resumen de Evaluacio?n Nivel Principiante, Table resumen de Evaluacio?n Nivel Transicional. Find a partner and explain to him or her why share their discoveries with their partner. This might be from your class, or exchange papers with a teacher from another class. Book Talk Selection: __________________________________________________ Give a brief book talk, reading an interesting portion of it. Every once in a while, stop and think, What did I just read? If you cant remember, look at the Anchor Chart and see if you cant get yourself back on the thinking track. Can students select a Just Right book independently? &. If you dont have a lot of money to spend on books, raid you school library or even the public library.

Once they have finished, they can begin independent reading. Help them find a good book. Book Log Student completes all parts of the book log as modeled by the teacher. Student completes all but two sections on the book log as modeled by teacher. (Demonstrate on the Elmo or projector. (After some talk time, call students back together. Then imagine that an animal or person walks across the snow. Lets look at the Guidelines for Reading Response Letters and go over the format. My thumb helps me remember people, or characters. Next, Im going to look below at the numbers and identify whether each area should receive a 4,3,2, or 1 Finally, Im going to give the response a score and then write a brief note back to the student. Circulate and listen in on various student conversations. First, Im going to remember to write in a letter format and to include the date, a greeting, and a closing. Electronic Word Study Inventory Class Summary, How to Teach Cause-and-Effect Relationships, How to Teach Summarizing in Fiction and Non-Fiction, How to Use Asking Questions to Increase Comprehension, How to Use VIP Strategy to Identify Very Important Parts in F and NF, Observation Guide and Teaching Points - Early, Observation Guide and Teaching Points - Emergent, Observation Guide and Teaching Points - Transitional, Rubrics from The Next Step in Guided Reading, Tips for Managing Guided Reading with Large Class Sizes. 11. This is important because you will be doing this all year and it is critical that you learn to do it well! This day is not designed to do a GR lesson, but to let students rehearse transitioning. What TV shows, movies, or pictures have I seen that help me understand my book better? Im going to write my prediction down on my Thinkmark. My middle finger reminds me of the problem. Have you had any experiences like those of a character in the story? Write your connections on your Thinkmark. Turn and talk to a partner about connections that you made last week in your reading. Ask students to return to their seats with their book selections after the sharing time is done. 2. P A ` : = > ? Continue..stop at ) (Record thought on Thinkmark.) Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher. Remind them of the Good Behaviors chart.Independent Practice: (20 minutes)Students should begin reading from the books that they selected for IR goal is 20 minutes of sustained reading. Student names: ____________________________________________________________ Sharing: (15 minutes)1. What is one connection, question, idea that you have had that has helped you understand your story better? 8. Continue reading.to reading away) This reminds me of when I taught in Ohio and we went to Camp Joy. Why that character? Day 5 What are the routines of selecting books and silent reading? Comprehension is not evident.Student leaves no post-it notes to track thinking. Go find your spots and get started!Independent Practice: (25-30 minutes)Students should begin reading from the books that they selected for IR goal is 25-30 minutes of sustained reading. What song or piece of music is a good representation of this story? (Knee-to-knee and eye-to-eye). Then, Im going to write a second paragraph that includes one or two of the suggestions below and use my Thinkmark to add any information. When reading independently, concentrate on my reading - 6. Use the SLANT procedure to be good listeners. Note students practicing the SLANT method and acknowledge good listening skills. Check on students who are not engaged. 33 in Handbook. This may be independent reading or done with adult or peer assistance, as assigned. Allow 3-4 minutes. Have students share with a partner which books they have selected and one interesting thing that happened in their book. (Stop at where the family gets up early to start driving) This reminds me of when I was young and my dad would wake us up so early in the morning to begin driving for our vacation! Show students the place where each category of books is kept. Check on students who are not engaged. Book Talk Selection: __________________________________________________ 6. Which one color represents the story? (Explain to students that their responses will be a key part of the Reading Workshop this year and that you will be evaluating many responses together over the next few weeks so that students understand your expectations.) Explain to students that they will have 20 minutes to read. Call Guided Reading groups and go over expectations, what will be happening during GR, and what students will need to bring EACH time. l a + ; = 1 k l v v v v p p $If (Display the second response. This helps me understand this story because although it was chaotic, there was always plenty of good food and comfortableness in sharing a meal together. We were outside and had to hide, run through the woods, crawl under the floor of an old house, and crawl through mud and muck. 20. If I want to read something for fun or pleasure, I might go to Karen Hesses books or find a Lemony Snicket book. Remind students about the 5 finger rule miss more than five words on the first 2 pages probably too hard.Independent Practice: (15-20 minutes)Students should explore the classroom library selections. Remind them of knee-to-knee and eye-to-eye. Have students record book information in their Daily Reading Logs. Assessment: (independent practice)Administer reading records that will help determine instructional level benchmark. I connect to this story because I know this family had to make it in a day and take their own food because they didnt have a lot of money to travel on. Objective: For readers to be aware of their thinking as they read and be able to share these thoughts with others.Pre-workshop Prep:Invite students to join you at the designated gathering place. Assessment: (during independent practice)Administer reading records that will help determine instructional level benchmark. Note students practicing the SLANT method and acknowledge good listening skills. 5.

3. 2.

Share observations with students about what you are hearing and seeing from them during this time. Record observations on post-its that you can give to individual students you did not conference with about the behaviors you observed during IR.Assessment:Administer reading records. It reminds me of the conclusion. Invite students to join you at the designated meeting place.Introduction: (2 minutes)Everyone is good at some thing -- Some of you are really good runners. Some of you may play the piano or dance better than other students. Some of us are better at reading than others. That's okay. Teaching: (10-15 minutes) Active Engagement LinkSometimes we find books and even after we have given them a good chance decide were not interested in reading it anymore and want to find a different book. Invite students to join you at the designated meeting place.Introduction: (2 minutes)Think about a fire department, sports team, or NASA preparing for a shuttle launch.

After reading, model the 5 finger-retell. Student wastes a lot of reading time. Identify 2-3 students to have short conferences to monitor student book selection after you have finished QRI assessments 5 finger retell, interesting part, etc. (Begin a Genre Anchor Chart) Science fiction: books that tell about supernatural event - fantasy based on science.

Objective: Students will learn how to select a book that isnt too hard or too easy in order to be challenged and grow as a reader.Pre-Workshop Prep:1. Review notebooks with students. Remind them to use their Reading Response Guidelines. TP: Today, we are going to think about all the ideas we have talked about the past few days and add more ideas to our What Good Readers Do anchor chart. Introduction: (2 minutes)How can we get better as readers? You know, sometimes when I am reading, my mind starts to wander and I find myself getting to the bottom of the page and I cant remember what I just read! Stays on task Student reads the entire period. Give students 2-3 minutes to share with each other about their learning.

(Add these ideas to a T-chart. Guided Reading vs. Book Clubs: What's the Difference? Again give students about 4 minutes to talk and brainstorm then call on partnerships to respond. Have 2-3 selected students share with the large group their 5 finger retell. Model: Lets look at the article about Hurricane Dean in TFK. The chart may include: You must always be reading a book or writing your thoughts about your reading. Help students find books that are right for them.Day 4Assessment: (during independent practice)Have short conferences with 6-8 students and ask for a 5-finger retell. Student names: _______________________________________Sharing: (15 minutes)1. This helps me understand the story better, because I know that as much fun and enjoyment that the family had together, they were probably glad to get back to their own home! Describe a favorite scene. Have I assessed ALL new students with the QRI? List their answers on a piece of chart paper under the heading of Importance. Sometimes when we are reading, it reminds us of an experience we have had in our own lives. Return to the chart labeled Connections. Book Talk/Read Aloud Selection: ______________________________________________ Give a brief book talk or read aloud. Now I want you to turn and talk to a partner. Do students demonstrate appropriate behaviors during Reading Workshop? Day 12 What are the different kinds of informational books? Share observations with students about what you are hearing and seeing from them during this time. Ask students to share about the books that they read, any questions, connections, or predictions they made, if they had abandoned any books so far this year and why, etc. Day 21 What can I expect to happen when Guided Reading groups begin? chazzcreations marries immigrant I also remember that the main setting was ___, but that they were inside the apartment too. Compare your book to another story. (Students should be looking at the Guidelines for Reading Reflections). What did this story remind you of in your own life with your own family?

Next, Im going to write my first paragraph which includes the title, author, genre, and a few sentences about my book. Dismiss students to read. Vocabulary: What are some interesting / new words you have discovered? (Begin reading the text aloud. Have students record book information in their Daily Reading Logs.Materials: timer, chart paper, markers, book for book talk, Thinkmarks Day 12EQ: What are the different kinds of non-fiction books?Connection: Yesterday, we talked about the different types of fiction books that some of you might be reading. TP: Remember, readers, that before you choose to abandon a book be sure to read at least a couple of chapters or 20 pages of the book. Ask partners to check against the model to see if they are on the right track. Pass out Rubrics for Week 1 and have students self-assess how they have done during workshop for the week. After 15-20 minutes, use your signal to call students back to the gathering area.Sharing: (15-20 minutes)Model for and with students how to sit knee-to-knee and look eye-to-eye in order to talk and share with a partner. (GIVE THINK TIME)!! When you read, does it sound pretty choppy? TP: Today I want to teach you some things you can look for when trying to find a Just Right book.Mini-Lesson: (15-20 minutes) TP: We choose books to read in many different ways and for many different purposes. (Knee-to-knee and eye-to-eye). Move around the room to keep students on task.

Note students practicing the SLANT method and acknowledge good listening skills. Review the Good Reading Behaviors chart and remind students it takes everyone doing the right thing in order for all to be successful. Return to the chart labeled Connections. 2. Turn and talk with a partner about reasons readers abandon books. Have students share with a partner a five finger retell. None of us could ever relate to slavery, but it gives me hope that some slaves were able to learn challenging skills that they might have enjoyed. TP: Did you see how I used my hand to do a retell? )Students should begin reading from the books that they selected yesterday goal is 20 minutes of sustained reading.Assessment: (during Indep. My ring finger helps me remember the events. Think aloud as you read a section of the book, placing post-it notes where you have a thought or idea. Dismiss students to their reading places. Identify 2-3 students to have short conferences to monitor student book selection after you have finished QRI assessments 5 finger retell, interesting part, etc. Remind students (knee-to-knee and eye-to-eye). Each lesson starts with an introduction followed by the mini-lesson. We can classify these books by more detailed characteristics. It is a very different kind of reception in this book. 22. Independent Practice: (20 25 minutes)Students should begin reading from the books that they selected for IR goal is 25 minutes of sustained reading. Do you know almost every word? Write your connections on you Thinkmark as you read. Fiction sort Have students sit in groups of 3-4 and share the book they are currently reading. Finally, Im going to include a third paragraph that tells my opinion of the book and what Im thinking about me as a reader. Some answers might include: Reading every day. S/he moves around once or twice but does not distract others. S/he moves around once or twice but does not distract others. This experience helps me understand in a small way how frightening and difficult it was to be a runaway slave. Model TP: For example, yesterday we read Come On Rain by Karen Hesse. 3. Record observations on post-its that you can give to individual students you did not conference with about the behaviors you observed during IR. This helps to cut down on distractions from students who might be making book selections. As you go to your reading spots today, I want you to think about the genre of your book. At the end of the reading time, have students complete a written response on a piece of notebook paper. 15. Note students practicing the SLANT method and acknowledge good listening skills. If anyone notices you are there or is disrupted by your browsing, you are not helping to provide an environment that allows everyone to do their best thinking. Student talks at length and with confidence about their story.Student can do a retell and discusses book during conference. TP: When we read a story it is important that we remember what we have read.

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